For people to deposit directly to your bank account. You just need to provide them with the BSB number and the Account number, of your bank account.

Here's a direct quote from the study: "Abstract: Mind-sets (aka implicit theories) are beliefs about the nature of human attributes (e.g., intelligence). The theory holds that individuals with growth mind-sets (beliefs that attributes are malleable with effort) enjoy many positive outcomes—including higher academic achievement—while their peers who have fixed mind-sets experience negative outcomes. Given this relationship, interventions designed to increase students’ growth mind-sets—thereby increasing their academic achievement—have been implemented in schools around the world. In our first meta-analysis (k = 273, N = 365,915), we examined the strength of the relationship between mind-set and academic achievement and potential moderating factors. In our second meta-analysis (k = 43, N = 57,155), we examined the effectiveness of mind-set interventions on academic achievement and potential moderating factors. Overall effects were weak for both meta-analyses. However, some results supported specific tenets of the theory, namely, that students with low socioeconomic status or who are academically at risk might benefit from mind-set interventions." It is very relevant to students with learning disorders. Where they will often come to a conclusion, and state 'I am stupid'.

What this could be, is that he using the stutter as a pause. Which gives him just a little more time, to think about what he wants to say. As well as some extra time to retrieve the words that he wants to say, from memory. Do you generally give him time, to finish what he is saying? As when one pauses, while speaking. The other person often thinks that they have finished speaking, and will start to reply? When they haven't finished, they have just paused. So that stuttering can be used, to gain time.

The ATNReflex, is triggered by turning the head to either side. Causing the arm and the leg to extend, on the side the head turns to. This Reflex needs to be inhibited, to enable the left and right sides to work in coordination with each other. Which is also essential for the coordination of the eyes. Here's a link with a clear explanation of ATNR: http://occupationaltherapyforchildren.over-blog.com/article-atnr-105923600.html

5-HTP would help him to make his own Melatonin. The Pineal Gland, takes 5-HTP (Serotonin) and Acetylates it to make Acetylserotonin. Which is then Methylated, to form Melatonin.

What is her 'sense of rhythm' like, as this is fundamental to concieving of blending sounds?

Has she tried different types of water, than tap water?

The instant state of panic and fear, is a 'Fight or Flight Response' to Rejection. This causes a sudden surge of Cortisol and then Adrenaline, which is an automatic response to Danger. Where Rejection has become a trigger for this Fight or Flight Response. The Cortisol is produced by an area of the brain called HPA axis (Hypothalmic Pituitary Adrenal Axis). Which is recieved by a certain type Receptor ( A2a Receptor). Which regulates the response to the Cortisol / Adrenaline. With Guanfacine, it will stimulate the A2a Receptor, which can prevent the Panic Response from occurring. Another medication that also does this, is Clonidine. If you try either of these med's and find that they do help? Then this will confirm that his A2a Receptors are a major factor. If the meds inhibit his response to Rejection? Then while he is on the meds, he could then be exposed to 'levels' of Rejection. Where the meds may provide him with 'more normal' responses to rejection. Without it triggering the Fight or Flight Response. So that the meds could be used, to help him develop a new response to Rejection. Where this could be looked at as similar to a 'Phobia'? So that he is helped to overcome this Phobia.

I've been looking at some research, that might be relevant to this discussion? Which is into what is termed as 'Contextual Associative Memory'. CAM. To explain this, I'll use a quote from above: "He can't give a label or category for how they are the same or different." We associate our memory of most 'things', in multiple 'categories'. What is the 'same or different', are the categories that they do or don't share. But rather than working on categories? The reverse approach can be taken? Which explores the various categories that 'things' are a part of.

Coursera has a free online course: Introduction to Forensic Science. Here's a link to it: https://www.coursera.org/learn/forensic-science

The software to do this, is called OCR Optical Character Recognition. The first thing, is what format you want use? Such as PDF or Word, etc. Though you could check the discs that came with your printer and scanner, as they might have an OCR program on them?

A draft IEP, just provides a starting point for discussions. Where they have informed you about information they have, so that you know what new information they need to consider.

You could start, by introducing them to the 2 basic types of food? They can be identified by their 'Ingredients' label? Whether they have one or not? Healthy foods, usually don't have an Ingredients label. As they are what they are. A vegetable is a vegetable, rice is rice, fruit is fruit, etc. If it doesn't need an ingredients label, then it is probably healthy.

The Matrix Reasoning and Visual Puzzles sub-tests, are a test of the ability to think in sequences. Which is a different type of thinking? That uses a thinking process, that goes 'back and forth'. Rather than from 'beginning to end'. For example: 6+3+4-2= ? As opposed to: 7+4-?+6=12. Where we are given the answer, and then have to work out how to arrive at. But we can't use 'beginning to end' thinking, to work it out. Rather we have to go back and forth, to work it out. While 7+4-?+6=12 has one solution. We can also introduce a 'variable' into this: 7+4-(?+?)+6=12. With many solutions. With the Matrix Reasoning and Visual Puzzles sub-tests, they use icons instead of numbers. As this 'thinking process', isn't limited to numbers. It is a way of thinking. Where we can start with an 'outcome/ answer', and then explore different ways to arrive at it. Though I can direct you to a free website, where she could practice visual sequencing. That has 3 levels of difficulty. Maybe you could try it out yourself, first? http://www.shodor.org/interactivate/activities/PatternGenerator/

The current edition of Scientific American Mind, has an article on Episodic Memory. Which looks at its use in past and future thinking. (Retrospective and Prospective). As an example, we might think of a list of things to get? Next time we go past the local hardware store. The list is then stored in our past EM, and going past the hardware store, is stored in our future EM. So that Episodic Memory, is used for a combination of Past and Future Thinking. But you might like to have a look at an article on ASD and Episodic Memory? Where it defines the primary elements involved, as "Scene Construction" and 'Self Projection". With Scene Construction, this isn't just visual. But also includes; sounds, smells, thoughts, feelings, etc. The whole experience. Then Self Projection, involves projecting oneself into the Past or Future Episodic Memory. Here's a link to the article: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3906795/pdf/neu_28_1_55.pdf

I've just been reading a research paper that you might find interesting? "Memory integration in the autobiographical narratives of individuals with autism." Which specifically looks at 'Semantic and Episodic Autobiographical Memory (AM)'. With Episodic Autobiographical Memory, being the major area effected with ASD. Though I think that it could be helpful, to clearly understand the difference between them? PeterPan, I particularly noted where DS said: 'this is the video game that I was telling you about yesterday'. As this is using Episodic AM, with reference to event yesterday, involving both him and you. Which is very different from Semantic AM. But I wonder if it could be useful, to work directly on Episodic AM ? Here's a link to the Article, which can be downloaded for free: https://www.frontiersin.org/articles/10.3389/fnhum.2015.00076/full

The evidence was established back in 2012. Here's a link to the research article: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415362/

It seems that he isn't licking the object, but rather his hands/ fingers after touching them? I knew that their is a bitter nail polish, that is used to stop biting nails. So I just had a look, and their are also some bitter tasting creams. That can be applied to his fingers, which is also used to stop thumb-sucking. So that you could try one of these. Apparently they are very concentrated, and only need the slightest amount of cream. Here's a link to one example: https://www.ebay.com/itm/Control-It-Stop-Thumb-Sucking-Nail-Biting-Cream-3-Pack-All-Natural-Kid-Safe-/122737876937

If you consider taking 5HTP, then it should be done under medical supervision. Though it should only be used short term. As long term use, will inhibit the production of other neurotransmitters: dopamine, norepinephrine, and epinephrine.

She would still be reading note by note. Though music is actually read as 'patterns'. Where each arrangement of notes, is represented by a unique pattern. So that once all of the notes well learned, then they can be instantly recognised in a pattern. The width of the pattern, grows with experience. Starting at 1 or 2 beats. Up to where a whole 'measure' can be read as a single pattern. This is where color coding can be helpful initially, just to highlight the patterns. But the main thing, is to move past reading 'note by note'.

You asked for some basic strategies? One helpful exercise, involves 'touching finger to thumb'. Going from one finger to next, back and forth. You wrote that his hand hurts from writing. What causes this? Is that all muscles work in teams, and have an opposing muscle. When one muscle contracts, its opposite needs to extend, in precise unison. Though if the opposing muscle doesn't extend in unison? Then the contracting muscle, can force its opposite extend. By stretching it, which results in pain. But that 'finger to thumb' exercise, can help develop coordination between opposing muscles. Another exercise, just involves. Extending the fingers, and then making circular movements with them.

Pegs, I would return to the idea of arranging tests of his Cortisol levels with his doctor. Which simply involves taking mouth swabs throughout the day and evening. This will identify if he has a high baseline, and whether spikes are occurring when these episodes happen? If Cortisol isn't the problem, then you can rule it out. But if it is, then you need a very different approach, rather than just trying to avoid triggering it. Where the underlying physiological cause needs to be identified, and managed. So that the both the baseline and spikes of Cortisol need to be reduced. As it has other effects, where its action on growth hormones can reduce growth. Also its effect on Glucose, can result in Diabetes. Though fortunately it is relatively easy to do these saliva tests.

Pegs, what you're describing could be his 'fight or flight reflex' ? Which is an instant response, and you said that it happening 'at the drop of a hat'. The flight response, could be causing him to 'hide under things'? The fight or flight reflex, causes an instant surge of Cortisol and then Adrenaline. Which triggers a physical response. You also noted the effect of Valium, where Valium has inhibitory effect on Cortisal. Which could be what you are observing? It would be well worth identifying if this is his issue? As left unaddressed, it can lead to Adrenal Fatigue with a range of effects. Though tests of Cortisol levels can be done by taking 'mouth swabs' at different times of the day. Of particular interest, would be spikes when he hides?

Pen, the main effect of Methylphenidate, is to inhibit the re-uptake of Dopamine and Nor-Epinephrine. But a secondary effect, is that it inhibits the re-uptake of Serotonin. This re-uptake is carried out by 'Transporters', and the Transporters are blocked. You wrote that it is sometimes prescribed with an SSRI for depression. Where the SSRI is also Blocks the Transporter. This doesn't cause a problem, as they are both 'Transport Blockers'. Though their are other steps in the process, with: 'serotonin precursors, serotonin agonists, serotonin releasers'? The 'Precursors' are the molecules that serotonin is made from. The 'Agonists' put the molecules together and form Serotonin. Then the Serotonin 'Releasers', cause the Serotonin to be Released and act on the Neurons. With SAMe, it acts on the Releasers and increases the amount of Serotonin being released. But if one is taking an SSRI Transport Blocker, then this increased Release of Serotonin? Will cause an accumulation of Serotonin, as it isn't being removed ! Serotonin also regulates our 'Central Nervous System' CNS, and our 'Para-Sympathetic Nervous System' PNS. When too much Serotonin accumulates, is causes the CNS and PNS to dys-function. Which is what Serotonin Syndrome is. But this is why any supplements need to be taken with caution. Which first need to be confirmed that they dont have an effect on the 'Precursors, Agonists or Releasers'? As they could cause an excess of Serotonin? One particular herb of concern, is St Johns Wort. As it acts on the 'Precursors, Agonists or Releasers', all at once. Though rather unduly frightening the OP. Being very cautious about taking any supplements or herbs, will make Methylphenidate much safer to take, and probably reduce any side effects.

It would be well worth trying the Methylphenidate, as that will increase the levels of Phenethylamine. Which in turn, will increase Epinephrine, Nor-epinephrine and Dopamine. You wrote that you want to figure out what Methylphenidate does to his brain? But what it effects, is the way that signals sent through the brain. Along nerves or neuro-transmitters. Where the signal is a complex chemical process. Basically how it works, is that when a signal is recieved by a Neuron cell ? Each Neuron, is surrounded by different Receptors. Where the signal will turn certain Receptors On. How Receptors are turned On? Is that each Neuron Cell, has a collection of Sacks. Where it stores the different chemicals. For example, their is a Sack where Epinephine is stored, and another for Nor-Ephinephrine. Though Epinephrine, is the official term for Adrenaline. Where Adrenaline heightens our attention. So that when a Neuron Cell recieves a signal to pay attention? An enzyme takes a molecule of Epinephrine out of its sack, and places it on the Receptor for it. Which it leaves in place, until the heightened Attention is no longer needed. When it removes the Epinephrine, and puts it back in Sack. Turning Off the Receptor. This 'putting it back in the sack', is called: 'Re-uptake'. Though this Re-Uptake process, is where many dys-functions occur. Where the molecule is removed too early from the Receptor, turning it off. So that various medications have been developed, which prevent this 'too early removal'. Which 'inhibit the re-uptake', and are called 'Re-Uptake Inhibitors'. So coming back to Methylphenidate ? It is a Re-Uptake Inhibitor, that prevents the Epinephrine and Nor-Epinephrine. From being removed from its Receptors. So the Adrenaline remains in place, and maintains attention. Though supplements need to be taken with caution, when taking medications such as Methylphenidate. Where I note that SamE was mentioned. When taken with Methylphenidate, it can increase the levels of another Receptor molecule called Serotonin. Which can cause a serious condition, called Serotonin Syndrome. That can even become life threatening.